HeadStart A pre arrival induction pilot for mature students in the - - PowerPoint PPT Presentation

HeadStart

A pre‐arrival induction pilot for mature students in the Humanities and Social Sciences

Why focus on mature students?

• It is increasingly recognised that learners benefit from

more personalised University induction, as different groups come with different needs and require different levels of support (Cook & Lowe, 2000).

• Mature learners are an extremely diverse group, but likely

to have concerns and commitments not shared by the traditional student population of 18/19 years of age (Bennett, Mousley & Ali‐Choudhury, 2008).

• Mature learners frequently lack confidence in the ways in

which their experiential skills and previous educational experiences can feed into HE learning (Dawson, 2006).

• They’re worth it! (Approximately 100 per year in HUMSS).

Why focus on mature students?

HUMSS Learning and Teaching Strategy: the Faculty will ensure all students receive a ‘timely, appropriate and well structured induction to the University.’

‘The appointment of LTDOs and LSOs will help the Faculty to make sure that students from non‐traditional backgrounds are able to take full advantage of the educational opportunities

• ffered by Keele. The Strategic

Plan also states that Faculty staff will play their part in supporting widening participation activities at the ‘pre‐entry’ stage.’

What do mature students want?

What do mature students want?

What do mature students want?

22 responses

‘The induction week was very rushed and

• intense. We were not shown where

anything was on campus and a work shop

• n library and IT facilities would have been

useful.’

What do mature students want?

‘I think that the university could do more. Induction was very much aimed at the 18 year olds with little consideration for mature students, and those who live off campus. Maybe specific evenings for these students, and sessions on how to have a work life balance for those who work as well as attend uni, and for those who have to juggle childcare commitments.’

What do mature students want?

‘The Uni, as all others I'd imagine, is geared towards the 18 year olds starting in their 1st year, which is understandable as most of the new starters were in this age bracket. Something geared towards the older generations would have been advantageous especially with regards to meeting people.’

What do mature students want?

‘more information on what level of work is expected and how to go about it !!!’ ‘More training in accessing library materials, journals etc. I had lots of students coming to me and asking how to.’

21/22 students surveyed would have found

an induction course for mature students useful, with 19 stating ‘very useful’

All would have found study skills (e.g. essay

writing) sessions useful at the beginning of the year, with 20/22 selecting ‘very useful’

All would have found confidence‐building

sessions useful with 13/22 indicating that these would have been ‘very useful’

What did we develop for them?

What did we develop for them?

What did we develop for them?

What did the students do during the course?

What did the students do during the course?

Wednesday 24th September

• Lunch/ Meet’n’Greet
• course expectations
• learning styles

questionnaire

• Treasure Hunt to introduce

you to your campus

• Dinner – Art of Siam

Thursday 25th September

• Essay writing
• Presentation gallery
• Lunch
• Introduction to CLASS
• Dinner and quiz

Friday 26th September

• All about exams
• Working smarter
• Course expectations &

learning styles revisited

• Lunch
• Library resources
• ICT resources

What did the students think of the course?

What did the students think of the course?

Students very much appreciated the early

• pportunity to brush up on study skills, meet
• ther mature students and get to know the

campus and its services in advance of the start of the semester.

They felt the course improved their preparedness

for university life and their confidence in undertaking academic work.

Students felt that HeadStart should run on a

larger scale and be open to all mature students across the university.

What did the students think of the course? ‘I feel a lot more prepared for the 3+ years to come and it has put a bit of confidence that I am able to do the work that is requested from me.’ ‘I found this course an absolute life saver as I feel it really boosted my confidence in starting my first week at university.’

What are we going to do next?

What are we going to do next?

The same course but:

• without paid‐for day and evening meals (just

welcome buffet on first day).

• without the offer of accommodation where

needed (only two students required this last year).

• without the offer of childcare (only one student

required this last year).

HeadStart on a shoe-string! HeadStart on a shoe-string!

References

Bennett, R, Mousley, W & Ali‐Choudhury, R (2008) ‘Usefulness

• f introductory higher education orientation units in the context
• f increasing student diversity.’

International Journal of Education Management, 22(1) p. 11 Cook, A & Lowe, H (2000), Hitting the Ground Running: The Role

• f Induction in Preparing Students for University, University of

Ulster, Belfast. Accessible online at http://www.ulster.ac.uk/star/resources/hgr.pdf Dawson, C (2006) The Mature Student’s Study Guide: Essential skills for those returning to education or distance learning (Oxford: How to Books) Shobrook, A.S (2003), The Role of Pre‐entry Practices and Induction Strategies in Relation to Student Retention: Progress Project Strategy Guide, University of Hull. Accessible online at http://www.hull.ac.uk/engprogress/Prog3Papers/Sarah1.pdf